World J Psychiatry. 2025 Jul 19;15(7):107446. doi: 10.5498/wjp.v15.i7.107446. eCollection 2025 Jul 19.
ABSTRACT
BACKGROUND: The impact of mental health, including anxiety, on academic performance has been studied in several countries, but few data exist for Sudan.
AIM: To investigate the correlation between anxiety scores and academic performance among adolescent schoolchildren in Northern Sudan.
METHODS: This cross-sectional study was carried out during the 2021-2022 academic year among schoolchildren from randomly selected schools in Almatamah locality, River Nile State, Northern Sudan. A questionnaire was used to collect the participants’ sociodemographic data. Anxiety levels were assessed using the questionnaire tools of the General Anxiety Disorder 7-item scale. Students’ academic performance scores were obtained from school records. Multivariate linear regression was performed.
RESULTS: A total of 328 students participated in this study, comprising 156 boys (47.6%) and 172 girls (52.4%). The median [interquartile range (IQR)] age of the students was 14.9 years (13.9-15.6 years). The median (IQR) of the students’ academic scores was 27.6% (22.2%-48.1%). The median (IQR) of the students’ anxiety scores was 0 (0-3). In univariate linear analysis, anxiety scores were positively associated with academic performance scores (coefficient = 1.19, P value < 0.001). In multivariate linear analysis, after controlling for age, sex, parental education, occupation, and body mass index-Z-score, anxiety scores were positively associated with academic performance scores (coefficient = 0.60, P value < 0.001).
CONCLUSION: The current study revealed a positive correlation between anxiety scores and students’ academic performance scores. However, the association between mental health disorders, including anxiety, and academic performance is a complex issue. Therefore, further studies are recommended.
PMID:40740440 | PMC:PMC12305140 | DOI:10.5498/wjp.v15.i7.107446
